UNITEC

TECHNOLOGICAL UNIVERSITY OF MEXICO.

CORPORATE DEGREE “PEDAGOGY”.

SUBJECT: PEDAGOGICAL RESEARCH.

ESSAY: "PRIMARY LEVEL STUDENTS WITH ATTENTION DEFICIT DISORDER

WITH/WITHOUT HYPERACTIVITY, INFORMATION GUIDE FOR TEACHERS IN
EDUCATIONAL SCIENCES",

STUDENT: LUZ MARIA ADRIANA RAMIREZ RAMOS

TEACHER: MARIA DEL ROCIO MALDONADO TOLEDANO

DATE: AUGUST – DECEMBER 2014.

INDEX

1
UNITEC..........................................................................................................................................................1
INDEX.........................................................................................................................................................2
INTRODUCTION ......................................................................................................................................3
METHODOLOGY......................................................................................................................................4
GENERAL OBJECTIVE............................................................................................................................5
SPECIFIC OBJECTIVES:...........................................................................................................................5
PROBLEM STATEMENT..........................................................................................................................6
RESEARCH QUESTIONS.........................................................................................................................7
JUSTIFICATION........................................................................................................................................7
HYPOTHESIS.............................................................................................................................................8
THE LIMITATIONS OF THE RESEARCH PROJECT:...........................................................................8
THEORETICAL FRAMEWORK...............................................................................................................9
Background:...............................................................................................................................................11
What is ADHD?.....................................................................................................................................11
Characteristics of ADHD.......................................................................................................................12
ADHD subtypes.....................................................................................................................................13
9. Chapter 1............................................................................................................................................13
9.1 The concept of Attention Deficit Disorder with or without Hyperactivity (ADHD)..................13
9.2 Characteristics and Profiles of Attention Deficit Disorder with or without Hyperactivity
(ADHD)..................................................................................................................................................14
ADHD subtypes.....................................................................................................................................15
9.3 Theories that seek to explain Attention Deficit Disorder with or without Hyperactivity...........15
10.1 Evaluation Instruments for primary school children who suffer from Attention Deficit Disorder
with or without ADHD Hyperactivity....................................................................................................17
10.2 Intervention and treatment for primary school children who suffer from Attention Deficit
Disorder with or without ADHD............................................................................................................18
11.1 How Educational Institutions act in the face of poor school performance in primary school
children who suffer from Attention Deficit Disorder with or without Hyperactivity ADHD...............20
2- PROPOSED EVALUATION PLAN.................................................................................................21
1.

2. Chapter 1
2.1 The concept of Attention Deficit Disorder with or without Hyperactivity 15
2.2 Characteristics and Profiles of Attention Deficit Disorder with or without Hyperactivity
2.3 Theories that seek to explain Attention Deficit Disorder with or without Hyperactivity

2
 3. Episode 2
3.1 Evaluation Instruments for primary school children who suffer from the Disorder
Attention Deficit with or without Hyperactivity ADHD 19
3.2 Intervention and treatment for primary school children who suffer from Attention Deficit
Disorder with or without ADHD Hyperactivity

4. Chapter 3
4.1 How Educational Institutions act in the face of poor school performance in primary school
children who suffer from Attention Deficit Disorder with or without Hyperactivity
ADHD 22
5. Bibliography 24
Conclusions.
INTRODUCTION .

This essay, entitled "Primary level students with attention deficit disorder with/without hyperactivity, information guide
for teachers in educational sciences" is the product of a research carried out to satisfy the patent need of teachers to
guide, guide and shed light on their students in their teaching-learning processes.
In this way, I seek to help them consolidate it through methods, discipline and multimodal professional help,
ensuring that in the future they are autonomous with full and satisfactory fulfillment as human beings in recent times.
We as career professionals need guidance regarding this issue since we contribute significantly to this process.
Here are several guidelines that will guide professional educational educators about this disorder to understand it
and facilitate the teaching-learning process with students who suffer from it.
Thus, they will also guide parents to refer their children to the corresponding professionals and prescribe appropriate
treatment, minimizing academic delays and difficulties in the primary school stage.
In the second part, the Educational Sciences will be mentioned, which are nourished by various Sciences such as
pedagogy, psychology, sociology, philosophy, epistemology, anthropology, educational research, etc.
We will use them as tools to contextualize, enrich Education in its processes, define, describe, project, guide and
disseminate knowledge to the role of the graduate in pedagogy and other education professionals today.
In the third part of this essay we will answer several questions that arise such as the following:
What is ADHD disorder with or without Hyperactivity?
How does it affect students? What is its treatment?
What functions does the pedagogue or professional have in this educational process?
How can I contribute and help students with this disorder in education?
What motivated me to learn about and study this disorder?
What advances has Science made to cure this disorder?
What have been the difficulties that have been encountered in my path as a pedagogue to help these students?
What have been my personal experiences with learning?
What proposals do I have to facilitate this learning process?
What strategies have been designed to help students learn better?

3
What do I hope teachers and education professionals know in this regard?
How would I like education to be in the country?
Among other. I will present my proposals, solutions, and personal experience regarding the topic, in order to achieve
the proposed objectives of this essay.
Which are to provide open and clear information or guidance about this disorder, propose solutions, raise
awareness, etc.
METHODOLOGY.

As we have pointed out, ADHD Disorder WITH OR WITHOUT HYPERACTIVITY is a multifactorial phenomenon,
where the characteristics that cause it and its effects must be observed and analyzed in the population of basic
primary school students in the Miguel Hidalgo Delegation, as well as their integration into way of object of study on
its theoretical conception.
For the phenomenon of ADHD, a quantitative methodology can be applied to detect it in time in the students of the
primary schools of the Miguel Hidalgo Delegation.
It must be treated as an objective reality. Being an educational problem, it cannot be observed as an understanding
of all the factors that influence it (ADHD), it must be broken down and resolved part by part.
Unlike a qualitative model that allows a holistic view to see the phenomenon in its entirety.
We will try to guide educators through informative teaching material and workshops as tools, so that they have a
broader vision of how to relate to students with this disorder, so that they know how to guide them and help them in
the teaching-learning process. through curricular adaptations for better academic performance.
And for parents committed to the education and health of their children, it is necessary to help them learn about the
various Institutions where they can channel them, the treatments, the ways of disciplining and stimulating their
children.

4
 GENERAL OBJECTIVE.
Thoroughly understand attention deficit disorder with or without hyperactivity as a social problem that currently
affects many children who attend basic primary school, and be able to provide them with the specific information
required so that they have adequate channeling and also offer proposals of realistic, practical and effective
solutions.
The objective of this research is knowledge and guidance on this disorder for both educational professionals and
parents in basic level primary school students. The school where the research will be carried out will be the official
Primary “Manuel M . Acosta”, which is located in the Miguel Hidalgo Delegation in Mexico City.
The research tries to describe and analyze how the phenomenon of ADHD with or without HYPERACTIVITY occurs
at school and its possible treatment, its biological origin and its interaction with the family.
The project is guided by the research problem, the questions that guide the relevance of the problem and its
concepts and the conception of the behaviors presented by students with this disorder, the intervention and
commitment of families for channeling and resolution. of the same.

SPECIFIC OBJECTIVES:
1. Identify the psychological and emotional characteristics of ADHD in order to help primary school children
who suffer from it, improving the environment where they develop through talks, workshops, conferences,
teaching materials regarding this disorder.
2. Inform, guide and raise awareness among educators, parents, and the school community in general about
the consequences of exclusion, threats, anger, ridicule or bullying for those who have this condition.
3. Provide social integration in a comprehensive manner to promote development.
4. Promote and develop the virtues that ADHD entails (empathy, creativity, emotional and affective
expressiveness, quick thinking, broad intuition and lack of evil)

5
 PROBLEM STATEMENT

Within our research about the ADHD disorder with or without HYPERACTIVITY, we will visit the students of Manuel
M. Elementary School. Acosta in Miguel Hidalgo, with this Deficit in his social and school environment in which our
participation and the fact that this research is subjective when interpreting the data and preparing our observations.

In the information that has been reviewed, the common denominator is the biological basis and its different forms in
which it is expressed. ADHD therefore has an important influence from genetic factors. Even so, the biological
aspect is not decisive for the development of this condition.

Therefore, one of the main obstacles when detecting and treating ADHD is a late diagnosis. If we add to this the
difficulty that children with ADHD have in integrating, socializing and excelling in academic aspects, we will
understand why many drop out or fall into drugs later on.

The complexity of this condition lies in the large number of aspects it affects. On the one hand, the patient's
psychological profile, which includes low self-esteem, aggressiveness, difficulty obeying, unwillingness to sit still, etc.
On the other hand, the learning difficulties that come with it, poor school grades, lack of interest in school.

In addition, some children with ADHD also have motor problems. Children with this disorder are usually very
sensitive and the teasing generated by their clumsy movements or childish thoughts hurts them and leads them to
isolate themselves almost immediately.

6
 RESEARCH QUESTIONS

In this part of this essay we will ask several questions that arise about the problem:
• What is ADHD disorder with or without Hyperactivity?
• How does it affect students?
• What is your treatment?
• What functions does the pedagogue have? or professional in this educational process?
• How can I contribute and help thestudents with this disorder theeducation?,
• What motivated me to learn about and study this disorder?
• What advances has Science made to cure this disorder?
• What have been the difficulties that have been encountered in my path as a pedagogue to help these
students?
• What have been my personal experiences with learning?
• That Do I have any suggestions to facilitate this learning process?
• That Strategies have been designed to help students learn better?
• That I hope that teachers and education professionals know this regard?
• How would I like education to be in the country?

JUSTIFICATION

Attention Deficit Disorder with or without hyperactivity, also known as ADHD, is one of the most recurrent diagnoses
in children and young people today.
Unfortunately, people with this disorder are isolated, they are assigned problems that they do not have due to
ignorance, and they are often not treated, which causes more complications in the long run.
I think that our education system is exclusive, which is why people with learning problems feel uncomfortable at
school, they are isolated, limited, denied.
This model should change soon since one way to move forward as a society is to accept all members and assign
them roles that are at least easy for them to perform.
An important aspect for me that motivated me to investigate this topic; I have two children with Attention Deficit
problems, a 19-year-old daughter and an almost 9-year-old boy. I myself suffered from this disorder, which never
exceeded 100%. It has not prevented me from learning, nor has it prevented my children from learning. that our IQs
are normal, but achieving concentration takes us a lot of work, makes us distracted, a little inconstant in the things
we do, and sometimes a bit careless.
I want to do something for myself, for my children and for the children I can help, this would nourish me as a human
being and it is always good to contribute and contribute something to education, thank you.

7
 HYPOTHESIS

> ADHD is a common disorder, mainly in children, where a determining factor is the genetics of the family,
therefore, I believe that if a child has a family member who suffers from ADHD, it is almost certain that the
child in question will also have it.

> There are adults who manage to cure themselves of ADHD despite not having been treated.

> People with ADHD develop better humanistic and social areas and languages.

> The education, social and emotional system is exclusive for children with ADHD.

> In Mexico, educational planning is oriented to the flows and trends of the time; the task of achieving
effective planning has been difficult due to the lack of adequate plans and programs.

THE LIMITATIONS OF THE RESEARCH PROJECT:

Based on this research project we face 3 important limitations that we will mention below:

1) . This research refers to a fact, to develop this research we have little time since the sample of the population
that will be studied will be carried out at the Manuel M. primary school. Acosta to collect all the necessary
information, and conduct interviews with students with this disorder and condition, this study will be carried out for a
short period of time, which has already been authorized by the school.

2) . The demarcations that refer to the geographical space within which the research will take place. They are
limited only to this school zone, in this case to Manuel M Elementary. Acosta. Which is where all the information will
be collected from.

3) . The resources to carry out this research project are somewhat limited and we have to make the most of them
to cover the needs required in the research efficiently and accurately.

8
 THEORETICAL FRAMEWORK.

Attention deficit: It is a frequent cause of school and/or work problems. It is also a risk factor for antisocial
behavior and legal problems. These problems can be prevented by simply diagnosing the child or adolescent and
giving the appropriate treatment. The diagnostic criteria in a child are, among others: Lack of sufficient attention to
details, difficulties maintaining attention on tasks, does not seem to listen when spoken to, does not follow
instructions and does not complete schoolwork, has difficulty organizing tasks , leaves your seat in class or in other
situations where you are expected to remain seated, talks excessively. (Neuro-development and behavior clinic,
http://www.clinicadeneurologia.com.mx )
Attention deficit: The first word that comes to people's minds when ADHD is mentioned is usually
"hyperactive." However, many children, and even adults, suffer from this condition. This is what is known as
attention deficit hyperactivity disorder, a condition that is usually seen more in girls, and that is not usually detected
early because those who suffer from it do not have symptoms as noticeable as those who are hyperactive. (CADAH
Foundation http://www.fundacioncadah.org/web/ )
Hyperactivity: Hyperactivity is a behavioral disorder in children, first described in 1902 by Still. These are
children who develop intense motor activity, who move continuously, without all this activity having a purpose. They
go from one place to another, being able to start a task, but quickly abandon it to start another, which in turn, they
leave unfinished again. This hyperactivity increases when they are in the presence of other people, especially those
with whom they do not have frequent relationships. On the contrary, activity decreases when they are alone. (
www.guiainfantil.com )
Causes of childhood hyperactivity: Childhood hyperactivity is quite common. It is estimated that it affects
approximately 3 percent of children under seven years of age and is more common in boys than in girls (it occurs in
4 boys for every girl). In 1914, Dr. Tredgold argued that the causes are due to minimal brain dysfunction, a lethargic
encephalitis in which the behavioral area is affected, hence the consequent compensatory hyperkinesia;
explosiveness in voluntary activity, organic impulsivity and inability to sit still. Later, in 1937, C. Bradley discovers the
therapeutic effects of amphetamines on hyperactive children. Based on the previous theory, he administered brain-
stimulating medications (such as benzedrine), observing a notable improvement in symptoms. (
www.guiainfantil.com )
Hyperactivity: Childhood Hyperactivity is a behavioral disorder of neurological origin. Its incidence is 3% to 5%
of the child population. It happens more in boys than in girls. 25% of hyperactive children engage in criminal acts,
abuse alcohol, drugs... The main disorder of hyperactive children is "Attention Deficit" and not "Excess Motor
Activity." The "Attention Deficit" usually persists and the "Excess Motor Activity" disappears. (
http://www.psicopedagogia.com/hiperactivity )

ADHD : stands for attention deficit hyperactivity disorder. Children with ADHD have difficulty paying attention and
are hyperactive. This means that they have a hard time sitting still. Approximately 9 out of every 100 children suffer
from ADHD. ( http://kidshealth.org )

ADD: ADHD (Attention Deficit Hyperactivity Disorder) is a disorder in which both genetic and environmental factors
intervene. ADHD is a behavioral disorder that appears in childhood, and is usually diagnosed around the age of 7,
although in some cases this diagnosis can be made earlier. It manifests itself as an increase in physical activity,
impulsivity and difficulty maintaining attention on an activity for a sustained period of time. In addition to this there
are 9 children
in which self-esteem problems are observed due to the symptoms of ADHD and which parents do not usually
associate with said disorder. In turn, ADHD can frequently be associated with other problems, and its consequences
are seen in different environments in the child's life, not only at school, but it also greatly affects interpersonal
relationships with both the family, as with other children and with their educators, these interrelationships being key
in the child's development.

According to the North American classification of psychiatric diseases DSM-IV, not all people who suffer from ADHD
have the same clinical picture. In some of them, ADHD symptoms of inattention predominate, in others those of
hyperactivity and impulsivity, and in others there are problems of both attention and hyperactivity and impulsivity
(what is known as combined or mixed ADHD). That is, ADHD can be broken down into several subtypes, depending
on which group of symptoms predominate.

These variants are known as "ADHD subtypes." Of all of them, the most frequent is the combined one, followed by
the predominantly hyperactive-impulsive one. The predominantly inattentive subtype is the least common of them,
and occurs more in girls than in boys, compared to the other clinical conditions that are detected more in boys than
in girls. That is, because the symptoms of inattention are more subtle, they are detected less and cause the
diagnosis of ADHD in girls/adolescents to take longer to be made or, in many cases, to go unnoticed. (
http://www.trastornohiperactivity.com )

1
0
 Background:

The first diagnosis of ADHD was in 1902, when Dr. Still described the group of children he cared for as “children
with moral defects”, given their violent, restless, unruly and destructive attitude.
In 1931, Shilder thought that the behavior of this group of children was due to perinatal problems, or a lack of
oxygen to the brain.
A few years later Cohen proposed the name for this type of case as “Organic impulsivity syndrome” with the concept
seeking to explain the biological origin of impulsivity.
Later, the term was changed to Minimal brain dysfunction proposed by Clements. It was not until 1970 that DMS
named the disorder as it is known today, Attention Deficit Hyperactivity Disorder.
Recent studies have shown that more than 60% of children diagnosed with ADHD continue to present symptoms
even in their adult lives; However, at this stage the disorder usually hides in addictions,” stated Dr. Luis Méndez,
manager of Clinical Research in Neurosciences at the laboratory.
Recent studies say that ADHD is the disorder with the highest incidence in childhood. ADHD affects 3-7% of
children/adolescents (DSM-IV-R, 2000)
Some studies have shown that a large number of parents of hyperactive children showed signs of the disorder
during their childhood.
There are several theories such as diencephalon dysfunction (Laufer, Denhoff and Solomon, 1957), a defect in the
limbic system (Peters, 1971) or central lobe dysfunction. But there is no certainty in these theories of the exact place
where the physical origin of the problem may be located.
What is ADHD?
ADHD (Attention Deficit Hyperactivity Disorder) is a neurobiological condition characterized by difficulty
concentrating, carrying out or finishing academic and daily activities, as well as difficulty controlling impulses. It is
chronic, it can only be controlled through comprehensive treatment (in different aspects), its symptoms evolve
according to age and it is probably hereditary. Today it occurs throughout the world and at all ages.
The importance that ADHD currently has lies in the fact that today it is one of the most common learning-related
disorders, a figure suggests that it is present between 3 and 7% of school-age children and up to 4% of adults. .
(Abbot, 2012)
The most accepted conception that exists of ADHD defines it as a set of symptoms related to inattention,
hyperactivity, impulsivity and in some cases, aggression that occur in children and at different levels. Those
suffering from ADHD suffer from impairments in their other cognitive abilities and are unable to stay still or in their
place or pay attention when explaining in class. ADHD has genetic and environmental influences.
In the first stage, the earliest childhood, ADHD will represent for the patient a difficulty in obeying or following a
pattern, rebellion and little aggressiveness. In the next phase, the child being a little older, he will have difficulty
concentrating, which translates into poor academic and social performance, little or no willingness to develop
different activities and teamwork. During adolescence and if ADHD has not been treated, it could push the minor to
consume drugs and suffer depression, low self-esteem (or, on the contrary, Megalomania) and be aggressive.
From the age of eighteen onwards, ADHD manifests itself as constant restlessness, a bad attitude, and difficulty
concentrating, completing tasks, organizing objects, money, etc. Adults with ADHD also tend to be very distractible

1
1
and introverted.
Of course, each case is particular and may present its own aspects; it is still ADHD, but with the particularities of
each person. Until now we know that ADHD is generally hereditary and depending on the family or social
environment it can be more or less severe. The brain of someone with this disease is also different, showing
functional differences and immaturity of around two years compared to the patient's age (Abad, 2012).
The classification used to study and understand the disorder is reductionist, since it requires categories such as
absence and presence. The medical and psychiatric knowledge that we currently have about ADHD has opened
different debates and great uncertainty about all the variants that may exist of ADHD.
What is certain is that studies will continue to advance and with them the discoveries, the existing theories around
this phenomenon. It does not seem possible that the new findings will end the debates, but rather open them further.
There are also secondary symptoms, they are not used in the diagnostic stage to decide whether or not the child
has ADHD, but they are useful to better understand the child, the parenting dilemmas that their family has and the
difficulties that the school system must face, for example. Therefore, they sometimes reflect a way of seeking and
applying solutions.
Characteristics of ADHD
Unfortunately, the results of practical application are far from those expected according to theory. Some of these
symptoms are:
-Reckless behavior

-Deficit in the distribution of motivational effort

-Difficulty following regulated behaviors

-Aggressiveness
-Deficit in the regulation of emotional tone
-Deficits in interpersonal and social skills
-Accidental tendency
-Difficulties in academic performance
-Dyspraxias (slight alterations in fine or gross motor skills)
-Deficit in confrontational language (lack of assertiveness)
-Deficit in verbal fluency
We call them secondary because they are the result of the main symptoms. Furthermore, the problems caused by
this disorder occur for five main reasons:
1. There are no laboratory studies available to make the diagnosis accurately. X-rays, blood tests,
Common or computed electroencephalograms (brain mapping), etc. For this reason, the diagnosis is usually late
and imprecise; many teachers even confuse it with mental retardation (to a lesser or greater degree) and autism.
2. ADHD usually carries an associated disorder, comorbidity. The most common are: conduct disorder, anxiety
disorder, childhood depression and specific learning disorders such as dyslexia.
3. “There are other medical and psychological conditions that can cause similar and similar symptoms. Therefore,
the diagnosis as well as the treatment must be interdisciplinary” (Neuropsychology Foundation, ?) .
4. It is a complex disorder, it affects several areas (motor, cognitive, emotional...) in different intensity.
5. The discoveries are truly new, having seen their peak at the end of the 20th century. For this reason, many
specialists have obsolete knowledge regarding the subject.

1
2
 ADHD subtypes.

Few subtypes are known, although many studies suggest that there are many more:
- “Predominantly Inattentive Type (almost zero ability to pay attention to classes and complete activities)
- Predominantly Hyperactive-Impulsive Type (usually accompanied by aggressiveness, speaks of an overly
energetic patient)
- Combined Type (presents symptoms of both subtypes and also other specific characteristics)
- Non-Specific Type (used for cases in which you cannot appropriately classify among the previous three and it is
not prudent to use another form of known psychiatric classification)” (Neuropsychology Foundation, ?)
Given the complicated nuances that are handled within the same condition, it is evident why it is so complicated to
diagnose it and even more so to treat it. The brain perceives and works with patterns such as Yes or No, and based
on these it creates complicated response and condition schemes.
The best options for children with ADHD are, first of all, consultation with multiple and up-to-date specialists with
recent knowledge. They must also be certified, have machines and tests to evaluate the characteristics of each
case.
Thus, they will be able to offer solutions in a comprehensive manner, to support the development of all the patient's
necessary areas. Other aspects that must be complemented, monitored and monitored with the help of a specialist
are medication, mainly stimulants, many times these also have side effects, in addition, it is necessary to try several
to see which one works best for the patient.
Therapy, emotional, behavioral, family, or some other can give the child guidelines to improve his attitude and the
way he sees his environment to facilitate coexistence, attitude, cure depression and many other things.
A peaceful family environment comforts anyone, therefore it is one of the best things you can offer a child with this
disorder. “Provide guidance and understanding to your child. A specialist can tell you how to help your child make
positive changes. By supporting your child, you help everyone in the family… talk to your child's teachers. “Some
children who have ADHD may receive special educational services.”
Although it may not seem obvious, there are cases of ADHD in adolescents and adults. It is necessary to
understand that many aspects of the disorder indicate that it cannot be cured, but it can be treated, and as the
symptoms evolve with respect to age, the help for adolescents and adults who suffer from ADHD is similar to that for
children. (Mental Institute of Mental Health, 2009)
Patients certainly need understanding, therapy and “tailored” medication; cases in adults present a similar
percentage of occurrence to those in children. Therefore, and although the condition manifests itself differently
depending on age, the way to treat ADHD is similar at all ages.
In conclusion, I can mention that this condition is very widespread, but also very misunderstood. Unfortunately, the
studies that track ADHD are divided into large groups, and the subtypes that together make up the disorder are
hardly studied. same.
The exhaustive search for symptoms, differences and similarities in different cases opens more and more the
panorama that we must face to understand this disease. Probably, in the future we will be able to develop
completely effective treatments for particular cases.

9. Chapter 1

9.1 The concept of Attention Deficit Disorder with or without Hyperactivity (ADHD)

ADHD (Attention Deficit Disorder with/without Hyperactivity) is a neurobiological condition characterized by difficulty
concentrating, carrying out or completing academic and daily activities, as well as difficulty controlling impulses. It is

1
3
chronic, it can only be controlled through comprehensive treatment (in different aspects), its symptoms evolve
according to age and it is probably hereditary. Today it occurs throughout the world and at all ages.
The importance that ADHD currently has lies in the fact that today it is one of the most common learning-related
conditions, a figure suggests that it is present between 3 and 7% of school-age children and up to 4% of adults. .
(Abbot, 2012)
The most accepted conception that exists of ADHD defines it as a set of symptoms related to inattention,
hyperactivity, impulsivity and in some cases, aggression that occur in children and at different levels. Those
suffering from ADHD suffer from impairments in their other cognitive abilities and are unable to stay still or in their
place or pay attention when explaining in class. ADHD has genetic and environmental influences.
In the first stage, the earliest childhood, ADHD will represent for the patient a difficulty in obeying or following a
pattern, rebellion and little aggressiveness. In the next phase, the child being a little older, he will have difficulty
concentrating, which translates into poor academic and social performance, little or no willingness to develop
different activities and teamwork. During adolescence and if ADHD has not been treated, it could push the minor to
consume drugs and suffer depression, low self-esteem (or, on the contrary, Megalomania) and be aggressive.
From the age of eighteen onwards, ADHD manifests itself as constant restlessness, a bad attitude, and difficulty
concentrating, completing tasks, organizing objects, money, etc. Adults with ADHD also tend to be very distractible
and introverted.
Of course, each case is particular and may present its own aspects; it is still ADHD, but with the particularities of
each person. Until now we know that ADHD is generally hereditary and depending on the family or social
environment it can be more or less severe. The brain of someone with this disease is also different, showing
functional differences and immaturity of around two years compared to the patient's age (Abad, 2012).
The classification used to study and understand the disorder is reductionist, since it requires categories such as
absence and presence. The medical and psychiatric knowledge that we currently have about ADHD has opened
different debates and great uncertainty about all the variants that may exist of ADHD.
What is certain is that studies will continue to advance and with them the discoveries, the existing theories around
this phenomenon. It does not seem possible that the new findings will end the debates, but rather open them further.
There are also secondary symptoms, they are not used in the diagnostic stage to decide whether or not the child
has ADHD, but they are useful to better understand the child, the parenting dilemmas that their family has and the
difficulties that the school system must face, for example. Therefore, they sometimes reflect a way of seeking and
applying solutions.

9.2 Characteristics and Profiles of Attention Deficit Disorder with or without Hyperactivity (ADHD)

-Reckless behavior
-Deficit in the distribution of motivational effort
-Difficulty following regulated behaviors
-Aggressiveness
-Deficit in the regulation of emotional tone
-Deficits in interpersonal and social skills
-Accidental tendency
-Difficulties in academic performance
-Dyspraxias (slight alterations in fine or gross motor skills)
-Deficit in confrontational language (lack of assertiveness)
-Deficit in verbal fluency

1
4
We call them secondary because they are the result of the main symptoms. Furthermore, the problems caused by
this disorder occur for five main reasons:
1. There are no laboratory studies available to make the diagnosis accurately. X-rays, blood tests,
Common or computed electroencephalograms (brain mapping), etc. For this reason, the diagnosis is usually late
and imprecise; many teachers even confuse it with mental retardation (to a lesser or greater degree) and autism.
2. ADHD usually carries an associated disorder, comorbidity. The most common are: conduct disorder, anxiety
disorder, childhood depression and specific learning disorders such as dyslexia.
3. “There are other medical and psychological conditions that can cause similar and similar symptoms. Therefore,
the diagnosis as well as the treatment must be interdisciplinary” (Neuropsychology Foundation, ?).
4. It is a complex disorder, it affects several areas (motor, cognitive, emotional...) in different intensity.
5. The discoveries are truly new, having seen their peak at the end of the 20th century. For this reason, many
specialists have obsolete knowledge regarding the subject.

ADHD subtypes.

Few subtypes are known, although many studies suggest that there are many more:
6. “Predominantly Inattentive Type (almost zero ability to pay attention to classes and complete activities)
7. Predominantly Hyperactive-Impulsive Type (usually accompanied by aggressiveness, speaks of an overly
energetic patient)
8. Combined Type (presents symptoms of both subtypes and also other specific characteristics)
9. Non-Specific Type (used for cases in which you cannot appropriately classify among the previous three and it is
not prudent to use another form of known psychiatric classification)” (Neuropsychology Foundation,?) Given the
complicated nuances that are handled within The same condition is evident because it is so complicated to diagnose
it and even more complicated to treat it. The brain perceives and works with patterns such as Yes or No, and based
on these it creates complicated response and condition schemes.
The best options for children with ADHD are, first of all, consultation with multiple and up-to-date specialists with
recent knowledge. They must also be certified, have machines and tests to evaluate the characteristics of each
case.
Thus, they will be able to offer solutions in a comprehensive manner, to support the development of all the patient's
necessary areas. Other aspects that must be complemented, monitored and monitored with the help of a specialist
are medication, mainly stimulants, many times these also have side effects, in addition, it is necessary to try several
to see which one works best for the patient.
Therapy, emotional, behavioral, family, or some other can give the child guidelines to improve his attitude and the
way he sees his environment to facilitate coexistence, attitude, cure depression and many other things.
A peaceful family environment comforts anyone, therefore it is one of the best things you can offer a child with this
disorder. “Provide guidance and understanding to your child. A specialist can tell you how to help your child make
positive changes. By supporting your child, you help everyone in the family… talk to your child's teachers. Some
children who have ADHD may receive special educational services.” Although it may not seem obvious, there are
cases of ADHD in adolescents and adults. It is necessary to understand that many aspects of the disorder indicate
that it cannot be cured, but it can be treated, and as the symptoms evolve with respect to age, the help for
adolescents and adults who suffer from ADHD is similar to that for children. (Mental Institute of Mental Health, 2009)
Patients certainly need understanding, therapy and “tailored” medication; cases in adults present a similar
percentage of occurrence to those in children. Therefore, and although the condition manifests itself differently
depending on age, the way to treat ADHD is similar at all ages.
In conclusion, I can mention that this condition is very widespread, but also very misunderstood. Unfortunately, the
studies that track ADHD are divided into large groups, and the subtypes that together make up the disorder are
hardly studied. same.
The exhaustive search for symptoms, differences and similarities in different cases opens more and more the
panorama that we must face to understand this disease. Probably, in the future we will be able to develop
completely effective treatments for particular cases.

9.3 Theories that seek to explain Attention Deficit Disorder with or without Hyperactivity

- Possible causes of ADHD (Etiology)

-Currently everything and that various hypotheses continue to be considered, there does not seem to be a single
explanatory model that satisfactorily accounts for all cases of ADHD That is, a particular case may be caused by a
different factor than the one that produced another, or within the same clinical case there may be different triggering
factors to a different degree. The disorder, therefore, must be conceptualized as the final expression or common

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pathway of various risk factors:

1- Environmental and acquired factors

Various brain injuries have been associated with a high risk of developing the disorder (but not in all cases).
Possible causal factors include perinatal and neonatal hypoxia (oxygen deprivation), other complications at birth,
intrauterine and parasitic infections, meningitis, encephalitis, nutritional deficiency, head trauma and/or exposure to
toxins before or after birth. . In this regard, studies have been carried out (Thompson 1989) in which there seems to
be a certain positive correlation between the presence of high levels of lead in the blood and cognitive and
behavioral disorders. However, these studies are not conclusive because the children who had high levels of lead
belonged to the most socially and economically disadvantaged environments and, therefore, were more likely to
present other uncontrolled risk factors.

-A well-known risk factor is the so-called fetal alcohol syndrome, which causes, among others, hyperactivity,
impulsivity, inattention and physical anomalies. The syndrome occurs in women who commit excesses or abuse
alcohol during pregnancy.

Food additives: The intake of food additives such as colorings, preservatives, flavor enhancers, etc., which
constitute added elements to many children's food products, have also been the subject of various studies. The
conclusions, once again, indicate that these additives do not constitute a significant cause of ADHD, except in
certain children (mainly young) and with a certain hypersensitivity towards them. Studies carried out with sugar go in
the same direction.
Diets: Some studies have attempted to test the hypothesis that certain diets can cause the disorder. There are two
avenues of research, the so-called inclusion diets and exclusion diets. The first assume that the inclusion of certain
elements in the child's diet such as vitamins or iron could improve the symptoms. These claims are based on the
suspicion that certain deficiencies of these substances could be involved in the root of the problem. In this regard, it
must be noted again that there are no clear conclusions in this regard and although some improvement in children
with specific deficiencies cannot be ruled out, a cause-effect relationship cannot be rigorously established in all
cases.

-Regarding exclusion diets, the problem has been posed in the opposite direction, that is, trying to find out if the
withdrawal of certain foods or additives could induce an improvement. At the base is the belief that the child may
have a low tolerance or certain hypersensitivity towards these elements and promote the exacerbation of symptoms.
Foods that would most often worsen the behavior include cow's milk, wheat flour, some food dyes, and citrus fruits.
There is no conclusive data and more studies are needed before considering any of the indicated diets effective or
convenient. Each child is different and will require a detailed study of the risk factors.

2- Genetic factors
-This is, without a doubt, one of the most relevant factors in explaining the disorder. Recent studies have
documented the importance of genetic transmission of hyperkinetic disorder. One of the suggested causes would be
an alteration in the metabolism of dopamine, norepinephrine and possibly also serotonin. These are
neurotransmitters of the central nervous system with important functions that regulate emotions and behaviors.

3- Organic based factors

-Various studies have been carried out looking for the origin of the disorder in organic alterations. One of the lines of
research, currently in force, focuses on biochemical hypotheses of dysfunction or imbalances in different
neurotransmitters. We currently have data that indicates a decrease in dopamine levels in the cerebrospinal fluid.
Recently, norepinephrine and serotonin have also been implicated. However, to date, we cannot establish a causal
relationship between biochemical alterations and hyperactive behaviors. These imbalances in neurotransmitters
could indicate the presence of the disorder but without being able to determine if they are a cause or consequence
of it.

-Other research indicates the involvement of the frontal lobes and the locus ceruleus (both refer to specific areas of
the brain) and that they are involved in the regulation of language and the inhibitory function. For its part, the cortex
(mantle of nervous tissue that covers the cerebral hemispheres and is involved in higher cognitive processes such
as thinking), has demonstrated its importance in the presence of the disorder. A frontal cortical atrophy has been
observed in many young people and adults with a history of attention deficit disorder in childhood.

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 4- Social and family factors
-Factors such as poverty, housing in poor condition, precarious or poor environment, seem to influence the genesis
and perpetuation of the problem, generating, with greater probabilities, a conduct disorder in adulthood.

-Hyperactivity is more common in children belonging to families characterized by marital problems, hostile parent-
child relationships and a disordered family life. In general, we can affirm that in some children with the disorder,
although not in all, abnormal maternal care, lacking adequate attention and affection, is an important risk factor for
triggering and/or maintaining the problem.

-During the school stage, the child's behavior and poor academic performance is another aggravating factor, posing
additional stress to the family, generating fear that the child will not be able to find a job as an adult. At the same
time, with the increase in divorce rates, separations, single-parent families, mixed families, intensive work hours,
there is less time and, therefore, fewer emotional resources to properly care for a hyperactive child. All of these
situations have a clear impact on the genesis, development and maintenance of the problem.

-As a final conclusion, note that, despite current research, we do not have a key factor that is solely responsible for
ADHD. We do know that the genesis of the problem is probably a combination of various risk factors that, to a
greater or lesser degree, will generate the symptoms. That is why, prior to psychological intervention, a thorough
evaluation of all the risk factors mentioned above is necessary.

10. Episode 2

10.1 Evaluation Instruments for primary school children who suffer from Attention Deficit Disorder with or
without ADHD Hyperactivity

ADHD Evaluation

-We have different tools to evaluate the presence of ADHD There are three fundamental ways:

1-The interviews.
2-The scales reported by parents, educators, professionals, or the child himself.
3-Direct observations (Log).

With less relevance for the diagnosis of the problem would be the different tests or intelligence tests that in any case
would give us the suspicion of an attention deficit or presence of impulsivity but without diagnostic value on their
own.

-We highlight the General and Specific Evaluation Protocol for Attention Deficit Disorders with or without
Hyperactivity (ADHD) of the Alborh-Cohs group and which includes Questionnaires, Inventories, Scales and
Records. One of the peculiarities of these tests is that they assess attention deficit independently of the hyperactivity
factor. This distinction is important given that the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders)
includes subtypes in which ADHD is contemplated. of a combined type, with a predominance of attention deficit or
with a predominance of hyperactive-impulsive. It is important to carefully evaluate each of the core components of
ADHD (Hyperactivity, Attention Deficit and Impulsivity) before drawing up the intervention plan. It is not the same as
there being a predominance of behavioral disorders or attention deficit disorders.

- Some tests such as the d2 allow us to analyze selective attention and concentration. For its part, with the MFF-20
we can evaluate the reflexivity-impulsivity construct. Both tests are published by TEA.

- The line and shape in free drawing or in a structured situation such as the Bender Test can provide relevant
information about the presence of impulsivity. In children with marked impulse control there is a clear tendency to

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write a sequence of words following a pattern of amplification of letter size as writing progresses. There may also be
letter reversals (especially with children with opposite laterality). When coloring the different drawings, the contour is
not respected and the poorly controlled line is reflected in a superposition of scribbles and poor detail, making the
objects appear very deformed.

- In the Bender Test, a progressive increase in drawings with dots can be observed in impulsive children. These
usually become circles that progressively increase in size and lose their original orientation.

Evaluate with Aula Nesplora:

To evaluate ADHD One of the tests that we consider most interesting is the Aula Nesplora.
It is the only reliable, validated and standardized test that uses virtual reality to evaluate attention deficit,
hyperactivity and impulsivity. Children, through special glasses, are introduced into a virtual classroom where they
interact with characters and situations very similar to those that happen in the real classroom. They must attend to a
series of instructions given by the virtual teacher but different distractors appear. The child's reaction to each
distractor is recorded. In this way, we obtain objective and concrete data about your level of distraction, your
impulsivity, processing speed, among other relevant parameters that will be very useful to determine the treatment.

This test is also very useful to measure the child's improvement after the intervention or treatment.

10.2 Intervention and treatment for primary school children who suffer from Attention Deficit Disorder with
or without ADHD

-The intervention and treatment of hyperactivity has been developed for several decades from two different
therapeutic modalities but convergent in clinical interests and objectives:

1) Pharmacotherapy
-Although the use of psychotropic drugs is not a general practice in children's clinics, we can affirm that in the case
of hyperactivity it is the main exception. The drug of first choice is a group of medications from the Stimulant family
(Methylphenidate). Paradoxically, the use of stimulants in hyperkinetic children achieves a notable improvement at a
behavioral level, with its direct influence on improving school performance being more controversial. There are very
numerous studies that have verified the effectiveness of these drugs in the pediatric population and, today, their use
is widespread as part of the treatment. Despite these positive results, the drawback of the presence of side effects
contingent on taking the medication must be noted. Among them would be decreased appetite, insomnia, mood
disturbances and occasionally gastric discomfort. These effects usually disappear with dose reduction. -We
remember that it should always be the pediatrician or doctor who prescribes the medication and controls it. This type
of medication cannot be incorporated and withdrawn capriciously, which is why professional advice is insisted on.

-It is currently stated that the best therapeutic results have been achieved when the use of medication has been
combined with psychological intervention at a behavioral level. The effectiveness of this combination has been
shown to be superior to a treatment based only on the drug or only on psychological techniques.

2) Psychological treatment -Currently, psychological intervention in hyperactivity involves the implementation of

different multicomponent strategies and techniques. Some of them are specific for the child and others are intended
to train and educate parents and educators both in the school and family settings. The involvement of parents and
educators is essential to achieve widespread and sustained solutions.

-The techniques of choice have classically been behavior modification techniques (positive and negative
reinforcement, token economy, response cost, time out, contracts, etc...). Nowadays, techniques from cognitive
psychology such as self-instructions or problem solving have been added. Regarding parents, different models of
so-called "Parent Training" have been created, in which they are taught to manage this entire repertoire of

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behavioral strategies with their children.

- The use of relaxation through appropriate games is a good system to try to control impulsivity.

- A technique widely used with children is the so-called "Turtle Technique." It is applied individually or in a group
and the aim is for the child to identify with the character (the little turtle), who has numerous problems at school due
to his impulsiveness. Another character, the wise turtle, will give him the solution to his problem, which consists of
going into his shell when something makes him angry and looking for the best solution there. The staging of this
representation aims to teach the child to contain impulsivity (self-control). To do this, the tension generated when a
conflictive situation arises is staged by sticking the arms to the body, pressing the chin to the chest and "locking
oneself into one's shell" remaining that way until a count of 10. Once the child has mastered this technique, the
generalization and consolidation of them in the natural environment is sought.

- Another technique used is the "Say-Do-Say Correspondence". This procedure involves establishing a relationship
between what children say they will do and what they actually do. Differential social contingencies are established
depending on the result. Thus a child who stated, when asked, "that he was going to do all the work," was reinforced
when he did so. Other examples can be established with different instructional levels. The system works more
optimally and the greatest obedience is achieved when the instructions include the moment in which the action is
going to be carried out and the consequence (reinforcer) that can be derived from following it. Likewise, better
results are achieved if the task they must carry out can be chosen by them, even though it is within a limited and low
preference group.

- In general, we can affirm that focusing mainly on the behaviors that the child must learn both in the academic field,
as well as in social interaction or at home, constitute the best way to reorient the behavioral styles of these children.
Undoubtedly, this new alternative behavioral repertoire must be built from adequate levels of motivation. In this way
we must begin with the introduction of artificial reinforcing elements (tokens, points ) so that progressively the
natural reinforcers take control of the desired behaviors. By natural reinforcers we mean those that occur in the
child's natural environment. For example, a child who begins to modify his impulsive behavior to obtain certain
rewards (artificial reinforcers) is likely to also get his peers to accept him better in games and this fact also becomes
a desirable reward for the child. (natural reinforcer) and, therefore, helps maintain said behavior.

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 11. Chapter 3

11.1 How Educational Institutions act in the face of poor school performance in primary school children
who suffer from Attention Deficit Disorder with or without Hyperactivity ADHD

APPROACH TO THE PROBLEM

-One of the issues of greatest concern in the development of our children is their school performance. This is
justifiable due to the fears that our future or professional and economic future generates. Currently the issue seems
to have gone beyond the individual level and terms such as "school failure" are used to collectiveize a problem that,
in recent years, has worsened and that incorporates elements external to the school itself, such as suitability of
current educational models.

-In this section the problem will be treated from the individual point of view, that is, from the perspective of the child
who has learning problems. We are not talking about children who present mental retardation or severe
developmental disorders (TGD) but rather children who, for one reason or another, do not progress in school
learning as would be expected.

1- The causes of poor school performance are usually multiple. From internal genetic factors or the
child's own motivation to go to class, to environmental conditions such as the socio-cultural
environment or the emotional environment of the family. It is a complex problem since each child is
a peculiar case with their own learning rates, their strengths and weaknesses. Some need more
time to integrate the information, others are faster. There are some with serious problems working
on activities that require processing information sequentially (reading, mathematics...), while others
have problems when the information is presented simultaneously and they depend on visual
discrimination.

-Currently we speak of Specific Learning Disorders to designate a set of symptoms that cause a significant
decrease in the school performance of children who suffer from it. Disorders such as reading (dyslexia), writing
(dysgraphia) or calculation (dyscalcúlia) occur in children with IQ. within normality but that face great difficulties due
to failure in specific processes.

-Evidently we do not have a teaching system personalized to the needs of each child. Quite the contrary, it is the
child who must adjust to the rhythm set by the curricular objectives and these do not know about individual
differences. Although efforts are usually made with curricular adaptations, not all children, especially those who are
at the limit, can receive the individualized attention they need.

-Learning problems can also be a consequence or be accompanied, aggravating the problem, by disorders with
behavioral implications such as ADHD (Attention Deficit Hyperactivity Disorder). In this case, children who suffer
from it may present, curiously, a level of intelligence that is average or even higher than the average for their age,
that is, they have good potential but do not normally develop learning due to specific deficits in attention or impulse

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control. All these aspects must be evaluated before drawing up an intervention plan.

-It is important to note that, with some frequency, learning delays in the first years of schooling tend to be minimized
under the pretext that the child will already assume them (reading, writing, etc.). Certainly, as has already been said,
each child has his or her own rhythm, but not facing the problem from the beginning can lead us to later regret the
loss of precious time.

-When problems appear at a given time during schooling, it can be hypothesized with the eventual presence of
emotional factors that are negatively conditioning learning (parental separation, losses, change of school...). On the
contrary, when the delay is cumulative and was already evident in the early stages, the evolutionary history must be
analyzed in detail. Although each child follows his or her own pace, delays in certain learning in the early years
usually indicate a greater risk of problems during the school years. As a general rule: The sooner they are evaluated
and intervened to correct them, the better the prognosis will be.

2- PROPOSED EVALUATION PLAN

- We must insist on the need to carry out a good psycho-educational evaluation as soon as signs or symptoms are
detected that a boy or girl has difficulties in some area. Nowadays we have sufficiently contrasted evaluation tests to
carry out an exploration of the Intelligence Quotient (IQ) and draw the relevant conclusions. This will give us a very
approximate idea of the child's level of functioning compared to other children of the same age.

- Specifically, we believe that the Kaufman Battery (from 2.5 to 12.5 years) and the well-known WISC-R (from 6 to
15 years) or WISC-IV (new updated edition), are instruments that represent a good starting point. . However, the
exploration should be completed with more specific tests based on the results obtained with these tests. For
example, if poor visual-motor coordination is detected, it can be complemented with the Bender Test.

-Especially, when significant intellectual disabilities are not detected in these tests, it is necessary to incorporate, as
appropriate, personality and/or emotional tests, in order to evaluate other aspects of the child's functioning (eg
adaptation to the social, family, school environment) that may be influencing their poor academic performance. Each
case is different and will require a personalized evaluation.

- In some cases (eg people from another culture or with limitations in their language), when we need to explore
cognitive abilities, tests free of the influence of language or one's own culture should be used. The typical tests in
these cases are those of series of logical relationships (General Intelligence: Raven's Test, Toni-2, etc...).

- As an example, the following Evaluation Scheme is proposed:

Example Evaluation Scheme:

Checking for solutions

The Total IQ (Intelligence Quotient) is not as important as the fine analysis of the processes that are failing (different
types of memory, attention, perception, linguistic processes, etc...) and, when possible, delimiting their causes,
whether organic, behavioral or emotional. For example, a child may have dysgraphia as a result of crossed or
contradicted laterality and not because he or she has fewer general abilities than his or her peers.

- This fine analysis of the child's strong and weak factors can allow us to draw a much more effective line of
intervention. It is not enough to simply verify that the child has, for example, a specific problem in the area of
calculus. It is necessary to find out if this problem occurs regardless of whether the problem is presented orally or in
writing. It frequently occurs to find contradictory results depending on the way the test is carried out. This is
indicative that there is a specific process that is failing and that is what we have to pay attention to.
The evaluation must be carried out thoroughly and using the necessary psychometric tests.

-Sometimes, as has been pointed out, the problem is not due to a lack of abilities but to emotional problems that
cause delays in learning. In these cases the intervention will be basically psychological and will be aimed at treating
the root problem. Frequently, emotional factors and specific learning disorders occur together, so the intervention
can be considered in a multidisciplinary manner.

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Other risk factors to consider are when learning problems are part of a larger constellation of behavioral, family,
social, etc. manifestations... Therefore, the scope of psychological intervention can be broader and more complex.
(See: "Origins and causes of behavioral problems in children")

The objective of the evaluation should be to specify the scope of action. Said evaluation must be reflected in a
report in which the results obtained are described and, based on them, the corresponding treatment or intervention
guidelines are given. In this way, parents obtain precise information to know the real scope of the problems detected
and their possible solutions. Depending on them, the participation of other specialized professionals such as speech
therapists, pedagogues, etc. may be needed.

Bibliography:

Arrighi Emilia, Abad Mas Luis, Fernández Maldonado Laura, et al. (2012). ADHD: Origin and development, Madrid, IMC.
Mena Pujol Beatriz, Nicolau Palou Rosa, et al. (2006), Practical guide to understanding students with ADHD, Madrid, May.
National Institute of Mental Health, Attention Deficit Hyperactivity Disorder Does your child have trouble paying attention?
Does he or she talk non-stop or can't sit still? Is it difficult for your child to control his behavior? For some children these may
be symptoms of attention deficit hyperactivity disorder or ADHD.
http://www.nimh.nih.gov/health/publications/espanol/trastorno-de-deficit-de-atencion-e-hiperactivity-facil-de-leer/adhd-trifold-
sp-final.pdf (unpublished)
Russell A. Barkley, Christine M. Benton (2000). Defiant and rebellious children, Madrid, Ediciones Paidós.
García Pérez EM. (1997) I'm hyperactive! What I can do? Cruces-Baracaldo, COHS.
García Pérez EM, Magaz A, (2003). Hyperactivity. Guide for teachers. Cruces-Baracaldo, COHS.
Mabres Merce, Escardíbul Mireia, Lasa Alberto, et al. (2012), Hyperactivity and attention deficit, understanding ADHD,
Octaedro, Barcelona.
Soutullo Esperón César, Bejega Javier (2004), Living with Children and Adolescents with Attention Deficit Hyperactivity
Disorder (ADHD), Panamericana, Madrid.
Josep Tomás, Casas Miguel (2004), ADHD: Hyperactivity, agitated and restless children, Laertes, Barcelona.
Clinical Neuropsychology Foundation, Parent's Guide to ADHD, www.fnc.org.ar

http://www.clinicadeneurologia.com.mx/deficit_atencion.php

http://www.fundacioncadah.org/web/articulo/que-es-la-inatencion-o-deficit-de-atencion.html

http://www.guiainfantil.com/salud/cuidadosespeciales/la_hiperactivity.htm

http://www.psicopedagogia.com/hiperactivity

http://kidshealth.org/kid/en_espanol/palabra/word_adhd_esp.html

http://www.trastornohiperactivity.com/que-es-tdah

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